Touch your toes! Developing a direct measure of behavioral regulation in early childhood

By C. Ponitz, Megan M. McClelland, Abigail M. Jewkes, Carol McDonald Connor, Carrie L. Farris, F. Morrison. 2008

651 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/42e218445593691afb47dfee3423e5cf7b5f1fa5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Education

In Pediatrics, Perinatology and Child Health

Citations in the corpus

How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children (2017, methodology): “The HTKS task was used to measure inhibitory control (McClelland et al., 2007; Ponitz et al., 2008).”
Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement (2014, methodology): “For example, although the CBRS and the HTKS may measure the same conceptual construct (Cameron Ponitz et al., 2008; McClelland et al., 2007), the HTKS is individually administered and provides a snapshot of children’s behavioral self-regulation during one cognitively demanding task.”
Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. (2013, methodology): “In recent research, scores showed reliability and validity with preschoolers and early elementary students (e.g., Cameron Ponitz et al., 2008; Cameron Ponitz, McClelland, et al., 2009; Connor et al., 2010; McClelland et al., 2007; Wanless, McClelland, Acock, et al., 2011).”
The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten (2011, methodology): “Although definitions vary, in the present study, behavioral regulation refers to the behavioral aspects of self-regulation and specifically the ability to integrate attention, working memory, and inhibitory control (McClelland, Cameron, Wanless, & Murray, 2007; Ponitz et al., 2008).”
Temperament in the Classroom (2012, positive): “…requires young children to perform the opposite of a dominant response (e.g., to touch their heads when the experimenter says "Touch your toes") (Ponitz et al., 2008), correlates positively with parent ratings of attentional focusing and inhibitory con trol, and predicts higher levels of…”
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement (2014, background): “The HTKS has been shown to have high inter-rater reliability (Cameron Ponitz et al., 2008), to be reliable and valid in different cultures, and to be significantly predictive of academic achievement (Cameron Ponitz et al., 2009; McClelland et al., 2007; von Suchodoletz et al., 2013; Wanless,…”
Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool (2011, methodology): “In a previous study examining the HTKS, approximately 30% of children at 48 months had a score of 0 on the task, with this number decreasing to 15% at 54 months (Ponitz et al., 2008).”
Self-Regulation and School Success (2013, background): “…and Head-Toes-Knees-Shoulders tasks require young children to inhibit automatic responses, pay attention, and keep instructions in working memory (e.g., to touch their heads when the experimenter says “touch your toes”) (Ponitz et al., 2008 ; Ponitz, McClelland, Matthews, & Morrison, 2009 ).”
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland (2014, methodology): “Direct Observational Assessment of Behavioral Self-Regulation The HTKS task was used as a direct observational measure of each child’s behavioral self-regulation in all samples (Cameron Ponitz et al., 2008, 2009; McClelland et al., 2007).”
Impact Findings from the Head Start Cares Demonstration: National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence (2014, background): “Ponitz et al. (2008). Emotional Classroom Instructional Dimension Support Organization Support”
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement (2014, background): “Research on behavioral selfregulation suggests that, although the cognitive skills typically known as executive functioning (i.e., working memory, attention, and inhibition) are key components of self-regulation, behavioral self-regulation also involves integration of the individual executive functi”
The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists. (2017, neutral): “…& Gullotta, 2015; Blair & Razza, 2007; Bull, Espy, & Wiebe, 2008; Espy et al., 2004; Howse, Lange, Farran, & Boyles, 2003; McClelland et al., 2007; Ponitz et al., 2008; Jones et al., 2017b ix Moffit et al., 2010; Greenberg et al., 2017; Weissberg et al., 2015 x Jones & Zigler, 2002;…”